BC415048S Organisational Behaviour

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Ashcroft International Business School

Module Title: OrganisationalBehaviour

Department: International Business StrategyModule Code: BC415048S

Academic Year: 2010/11Semester: One


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Contents

Module Title: Organisational Behaviour ......................................................................11. Key Information ......................................................................................................2

2. Introduction to the Module ......................................................................................23. Intended Learning Outcomes ..................................................................................34. Outline Delivery ......................................................................................................4The table below is indicative only and can be customised as necessary:...................44.1 Attendance Requirements ....................................................................................5Note: You may find it useful to discuss your approach and framework with the

module tutor before starting your assignment....................................................86. Assessment Criteria and Marking Standards ........................................................117. Assessment Offences ...........................................................................................138. Learning Resources ..............................................................................................198.1. Library ................................................................................................................198.2. Other Resources ................................................................................................20

9. Module Evaluation ................................................................................................2010. Module Definition Form .......................................................................................21


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1. Key Information

Module title: Organisational Behaviour

Module Leader: U. Raut-RoyCambridge, Coslett Building, Room 110Extension: 2428Email: [email protected]

IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11

A very important change to the Academic Regulations which governs the

assessment of all modules at Anglia Ruskin and its partner institutions has beenintroduced for all students with effect from the academic year 2010/11.

Full details are in Section 5 of this module guide. Please make sure you read thissection carefully.

All modules delivered by Anglia Ruskin University at its main campuses in the UKand at partner institutions throughout the UK and overseas are governed by theAcademic Regulations. You can view these at www.anglia.ac.uk/academicregs. Aprinted extract of theAcademic Regulations , known as theAssessment Regulations ,is available for every student from your Faculty Office (all new students will havereceived a copy as part of their welcome pack).

In the unlikely event of any discrepancy between theAcademic Regulations and anyother publication, including this module guide, the Academic Regulations, as thedefinitive document, take precedence over all other publications and will be applied inall cases.

2. Introduction to the Module

The nature of organisations, the role of management and its relationships with theenvironment are issues which are undergoing continual redefinition. Leadingindividuals, groups and organisations effectivelyis key to managerial excellence. Yet,it could be your most difficult challenge as manager. The module is designed to helpyou meet this challenge.

The purpose of this module is to provide a number of conceptual frameworks to helpyou make sense of your professional practice and context. The focus of the moduleis to seek insights into behaviour in organisations from a behavioural scienceperspective. The module develops your critical awareness of the key debate betweencontending theories of organisation and management, particularly in relation to

organisational processes. The module will evaluate the underlying assumptions ofparticular perspectives and concepts and what these mean for management practice.

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Each of the topics covered in the module provides a unique perspective onunderstanding and shaping behaviour in organisations.

The module also provides the participants with an opportunity to demonstrate thatthey can apply and test out concepts at a required level of analysis. The

investigations carried out test their understanding of the dynamics and processes oforganisational behaviour and the benefits and difficulties of improving organisationaleffectiveness.

One of the main focuses for the design of this module has been the furtherdevelopment of relevant employability and professional skills. Such skills are implicitin the learning outcomes

3. Intended Learning Outcomes

On successful completion of this module you will be able to:

3.1. Demonstrate a critical perspective of organisational theories andrelated management practice.

3.2. Understand the complexity of organisational life and vieworganisations as socially, historically and psychologically constructed.

3.3. Critically examine compelling organisational theories and alternativetheoretical frameworks around the study of organisations.

3.4. Analyse the complex nature of the behaviour of people in workorganisations.

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4. Outline Delivery

The table below is indicative only and can be customised as necessary:

Week Subject Area Session Objectives Tutor & AdvanceReading

1 Introduction/Keyconcepts/ Food forthought

To understand key conceptsunderlying Organisational Dynamicsand its implications for organisations

U. Raut-RoyMullins, ch. 2, 3,4

2 Organisation Structure Understand the Impact of Organisation Structure on behaviour

U. Raut-RoyIbid, ch. 15, 16, 17

3 Motivation Able to respond to motivationalchallenges

U. Raut-RoyIbid, 9, 11,12

4 Group Dynamics Appreciate and analyse factorsleading to group effectiveness.

U. Raut-RoyIbid, ch. 13, 14

READING WEEK READING WEEK READING WEEK

5 Management of Change Able to manage change effectivelyin organisations and apply changetechniques creatively.

U. Raut-RoyIbid, ch. 22, 23

6 Management Styles/

Leadership

Identify management styles and

understand influencing skills.

U. Raut-Roy

Ibid, ch. 6, 7,8

7 Power, Authority andConflict

Critically evaluate the issues ofPower and conflict withinorganisations and its impact onbehaviour.

U. Raut-RoyIbid, ch. 21

8 Corporate Culture/Synthesis

Able to understand and evaluate theimpact of Culture on organisationbehaviour/ Summation

U. Raut-RoyIbid, ch. 22

The module will be contextualised depending on the need of the cohort.

**Students must read the articles given out during the module

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4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help yousucceed in this module. In accordance with the Student Charter, you are expected toarrive on time and take an active part in all your timetabled classes. If you are

unable to attend a class for a valid reason (eg: illness), please contact your CourseAdministrator or the Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact youby e-mail if you have been absent without notice for two weeks. Continued absencecan result in the termination of your registration as you will be considered to havewithdrawn from your studies.

International students who are non-EEA nationals and in possession of entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of national immigration regulations. Anglia Ruskin, like all British

Universities, is statutorily obliged to inform the Border and Immigration Agency of theHome Office of significant unauthorised absences by any student visa holders.

5. Assessment

IMPORTANT CHANGE TO ACADEMIC REGULATIONS IN 2010/11PLEASE READ CAREFULLY

For all modules delivered from July 2010 onwards, the following regulations apply inall locations and to all students. The important change to the assessment process(ie: different from previous academic years) is highlighted in point (d) below:

a) You must undertake all assessment tasks which form part of the module (eg:submit all coursework assignments by the appropriate deadline and/or attendall presentations/examinations on the appropriate date etc.).

b) If there is a valid reason for you not being able to complete any assessed work,you must either seek an extension from your Student Adviser or submit a claimfor mitigation (seewww.anglia.ac.uk/mitigationfor more information).

c) If you undertake all assessment tasks which form part of the module but you donot pass the module, you will be allowed one further attempt to undertake someor all of the assessment tasks (ie: resit) in order to pass the module.

d) If you do not undertake one or more of the required assessment tasks whichform part of the module (eg: you simply do not attend an examination or do notsubmit a coursework assignment on time etc.) AND this is not explained by asuccessful claim for mitigation, you will NOT be allowed any further attempt atassessment in the module and are deemed to have failed the modulecompletely.

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The module will be assessed by individual assignment. The assignmentis given below.

ASSIGNMENT INSTRUCTIONS Provisional

Module Title: Organisational BehaviourModule Code: BC415048S Level: 4

Academic Year: 2010/11 Semester: 1

Module Leader: Mr U. Raut-Roy

Instructions: Answer ONEof the following TWO questions.

Word Limit: 4,000 words (Written Part)

Submission Date: This assignment must be received by no later than 5pm on4th January 2010 to the iCentre, Cambridge campus.

Written assignments must not exceed the specified maximum number ofwords. All assignments which do so will be penalised. The penalty will be thededuction of 10% of the maximum marks available (i.e. 10%). Assignments willnot be accepted without a word count on the cover sheet.

Requests for short-term extensions will only be considered in the case ofillness or other cause considered valid by the Student Adviser. These mustnormally be received and agreed by Student Adviser in writing at least twentyfour hours prior to the deadline.

Please refer to the Academic Regulations or your Student Handbook for fulldetails.

This assignment must be attached to a completed UniversityAssignment Cover Sheet and accompanied by a completedUniversity Assignment Receipt before submission. Anyattachments (such as computer discs) must be marked withyour SID number(s) and securely attached to your assignmentbefore submission.

The module will be assessed by individual assignment. The assignmentis given below.

1 You are required to analyse your own organisation or one that you arefamiliar with in terms of Organisational Behaviour issues. The assignmentshould use a variety of models and theories within your chosen topic as partof your analysis.

OR

Case Study: (To be handed out in the class)

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6. Assessment Criteria and Marking Standards

You should demonstrate that you have shown the relevance of your arguments to themodule learning outcomes:

Combinedmanagement practice and theory

Shownevidence of critical and reflective analysis

Used avariety of management literature using the Harvard system

The following provides a guide to how the assignment should be structured:

Introduction:

Is there a

clear introduction that the context of the situation that is to be analysed? Is there aclear statement of the problem/objective of the assignment?

Synthesis and use of literature:

Have you used the literature to explore the topic and as evidence to supportthe points you make?

Have you integrated the OB literature?

You are expected to show your knowledge and understanding of the literatureby using the literature to argue a case in support of your point of view. Be

sure to use your own words to present ideas you have obtained from theliterature and to cite your sources.

The descriptive retelling of source material alone is insufficient.

Analysis:

Have you moved beyond simple description?

Have you drawn insights and conclusions which address the assignmentpurpose?

Is there areview/reference made to relevant literature and its appropriate use?

Is therecritical evaluation?

Arediscussions and arguments coherent?

Have youdemonstrated skills in applying theory into practice?

Analysisdoes not come by just describing things and listing the views of the variouswriters. Instead you must breakdown the various arguments. You must lookfor the strengths and weakness in each argument.

Conclusions:

Without logical conclusions your analysis is incomplete

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What arethe main points to be made?

Areconclusions based upon rigorous analysis?

What can

be learnt for the conclusions?

Literacy:

Have you checked structure, spelling, punctuation, grammar, language andsentence and paragraph formation?

Good paragraphs will contain transitional sentences which clearly state howyou move from one theme to the next.

One/few sentences do not normally make a paragraph.

A final check:

If someone was to read your assignment could they:

Tell you what the question is you are attempting to answer?

Explain what they saw as your major points and conclusions?

Be persuaded by the evidence you present and the line of reasoning youoffered to support your conclusions?

MARKING CRITERIA:

The assignment will be assessed according to the following criteria:

Marks

The degree to which the concepts have been explainedAnd understood 30%

The clarity of application 25%

The reasoning behind the evaluation 30%

The presentation and structure of report 15%----------100%

Note: You may find it useful to discuss your approach and framework with themodule tutor before starting your assignment

NOTE:All coursework assignments and other forms of assessment must be submitted bythe published deadline which is detailed above. It is your responsibility to know whenwork is due to be submitted ignorance of the deadline date will not be accepted as

a reason for late or non-submission.

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All student work which contributes to the eventual outcome of the module (ie: if itdetermines whether you will pass or fail the module and counts towards the mark youachieve for the module) is submitted via the iCentre using the formal submissionsheetAcademic staff CANNOT accept work directly from you.

If you decide to submit your work to the iCentre by post, it must arrive by midday onthe due date. If you elect to post your work, you do so at your own risk and you mustensure that sufficient time is provided for your work to arrive at the iCentre Postingyour work the day before a deadline, albeit by first class post, is extremely risky andnot advised.

Any late work (submitted in person or by post) will NOT be accepted and a mark ofzero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work.For all assessment tasks which are not examinations, this is provided by a memberof academic staff completing the assignment coversheet on which your mark andfeedback will relate to the achievement of the modules intended learning outcomesand the assessment criteria you were given for the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students.However, you are entitled to feedback on your performance in an examination andmay request a meeting with the Module Leader or Tutor to see your examinationscript and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed workwithin 20 working days of the submission deadline or the date of an examination.This is extended to 30 days for feedback for a Major Project module (please note thatworking days excludes those days when Anglia Ruskin University is officially closed;eg: between Christmas and New Year). Personal tutors will offer to read feedbackfrom several modules and help you to address any common themes that may beemerging.

At the main Anglia Ruskin University campuses, each Faculty will publish details ofthe arrangement for the return of your assessed work (eg: a marked essay or casestudy etc.). Any work which is not collected by you from the Faculty within this

timeframe is returned to the iCentres from where you can subsequently collect it.The iCentres retain student work for a specified period prior to its disposal.

To assure ourselves that our marking processes are comparable with otheruniversities in the UK, Anglia Ruskin provides samples of student assessed work toexternal examiners as a routine part of our marking processes. External examinersare experienced academic staff from other universities who scrutinise your work andprovide Anglia Ruskin academic staff with feedback and advice. Many of AngliaRuskins staff act as external examiners at other universities.

On occasion, you will receive feedback and marks for pieces of work that you

completed in the earlier stages of the module. We provide you with this feedback aspart of the learning experience and to help you prepare for other assessment tasksthat you have still to complete. It is important to note that, in these cases, the marks

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for these pieces of work are unconfirmed as the processes described above for theuse of external examiners will not have been completed. This means that,potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for

the Official Publication of Results which can be checked atwww.anglia.ac.uk/results.

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6. Assessment Criteria and Marking Standards

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 4

GenericLearning

Outcomes

(AcademicRegulations, Section 2)

Assessment criteria by levelMarking standards (by mark band)

70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band

Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study

Achievesmoduleoutcome/srelated to thisGLO at thisLevel of Study

Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study

Achieves amarginal pass inthe moduleoutcome/srelated to thisGLO at this

Level of Study

Fails marginallyto achievemoduleoutcome/srelated to thisGLO

Fails to achievemoduleoutcome/srelated to thisGLO

KnowledgeandUnderstanding

Level 4 (FHEQ level 7) is characterised by anexpectation of students expertise in theirspecialism. Students are semi-autonomous,demonstrating independence in the negotiation ofassessment tasks (including the major project)and the ability to evaluate, challenge, modify anddevelop theory and practice. Students areexpected to demonstrate an ability to isolate andfocus on the significant features of problems andto offer synthetic and coherent solutions, withsome students producing original or innovativework in their specialism that is worthy o fpublication or public performance or display.

DISTINCTIONAs MERIT butshowingindependence ofthought, a highlevel of intellectualrigour andconsistency.

MERITGood analysis ofkey issues/Concepts/ethics.Development ofconceptualstructures andargumentmakingconsistent use ofscholarlyconventions.

PASSSatisfactoryknowledge of keyissues/ concepts/ethics in discipline.Descriptive inparts but someability tosynthesisescholarship andargument. Minorlapses in use ofscholarlyconventions

PASSBasic knowledgeof key issues/concepts/ethics indiscipline.Largelydescriptive, withrestrictedsynthesis ofexistingscholarship andlittle argument.Use of scholarlyconventionsinconsistent.

Limitedinformation base,understanding orresearch skills indiscipline.

Inadequateinformation base.Lack ofunderstanding ofkey issues and/orresearch skills indiscipline.

Intellectual(thinking),Practic

al,

AffectiveandTransferableSk

ills

Level 4 (FHEQ level 7) is characterised by anexpectation of students expertise in theirspecialism. Students are semi-autonomous,demonstrating independence in the negotiation ofassessment tasks (including the major project)

and the ability to evaluate, challenge, modify anddevelop theory and practice. Students areexpected to demonstrate an ability to isolate andfocus on the significant features of problems andto offer synthetic and coherent solutions, withsome students producing original or innovativework in their specialism that is worthy o fpublication or public performance or display.

DISTINCTIONAs MERIT butexcellent researchskills, independ-ence of thought, a

high level ofintellectual rigourand consistency,excellent express-ive/professionalskills, and consid-erable creativityand originality.Excellent acad-emic/intellectualskills, and consid-erable creativityand originality

MERITGood analysis ofkey issues/Concepts/ethics.Development of

conceptualstructures andargument,makingconsistent use ofscholarlyconventions.

PASSSatisfactoryknowledge of keyissues/ concepts/ethics in discipline.

Descriptive inparts but someability tosynthesisescholarship andargument. Minorlapses in use ofscholarlyconventions

PASSBasic knowledgeof key issues/concepts/ethics in

discipline.Largelydescriptive, withrestrictedsynthesis ofexistingscholarship andlittle argument.Use of scholarlyconventionsinconsistent.

Limited researchskills impede useof learningresources andproblem solving.

Major problemswith structure/accuracy inexpression.Team/Practical/professionalskills not yetsecure. Weakacademic/intellectual skills.Inconsistent useof scholarlyconventions

Inadequateresearch skillsprevent use oflearningresources and

problem solving.Major problemswith structure/accuracy inexpression. Veryweak academic/intellectual skills.Ignorance ofscholarlyconventions Veryweak team/practical /prof-essional skills

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A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learningoutcomes

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7. Assessment Offences

You are reminded that any work that you submit must be your own. All suspectedassessment offences will be investigated and can result in severe penalties. Please

note that it is your responsibility to consult the relevant sections of the AcademicRegulations (section 10 see www.anglia.ac.uk/academicregs) and the StudentHandbook.

When you are preparing your work for submission, it is important that you understandthe various academic conventions that you are expected to follow in order to makesure that you do not leave yourself open to accusations of plagiarism (eg: the correctuse of referencing, citations, footnotes etc.) and that your work maintains itsacademic integrity.

Plagiarism is theft and constitutes the presentation of anothers work as your own inorder to gain an unfair advantage. You will receive advice and guidance on how to

avoid plagiarism and other elements of poor academic practice during the earlystages of your studies at Anglia Ruskin.

Guidance on being honest in your work

Introduction

Being honest in your work is at the heart of studying and working at university. To behonest in your work you must acknowledge the ideas and work of others you use,and you must not try to get an advantage over others by being dishonest. It isimportant that you understand what it means to be honest in your work. Althoughthere is general agreement within the UK academic community about the types ofactivity that are unacceptable, this does vary slightly between institutions, and maybe different from where you studied before.We have developed this guidance to help you understand what it means to be honestin your work, and what you should do to make sure that you are handing in work thatmeets our expectations. This means we can make sure that we can maintain reliablestandards for our academic awards, and students continue to enjoy studying foracademic qualifications that have a good reputation. In this guidance we will:

clearly define what being honest in your work and good practice mean, andhow you can achieve this;

define assessment offences, including plagiarism, cheating and collusion;

identify the resources, help and advice available to help you learn theacademic skills you need to avoid committing assessment offences;

explain how we expect you to behave; and

describe what happens if we think you have committed an assessmentoffence.

Being honest in your work and good practice

You can show good practice when you do your work independently, honestly and in aproper academic style, using good referencing and acknowledging all of yoursources.

To show good academic practice you must:

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show you understand the literature; use research from academics and others in your area of study; discuss and evaluate ideas and theories; develop your own independent evaluation of academic issues; and develop your own arguments.

To support your own good practice you will need to develop your:

skills at studying and getting information (for example, reading, taking notes,research and so on); skills in looking at an argument and making your own evaluation (for example,having a balanced opinion, using reasoning and argument); writing skills for essays, reports, dissertations and so on; referencing skills (how you include your sources of information in your work);and exam techniques (for example, revising and timing).

Achieving good practice is not as complicated as it may appear. You need to do thefollowing.

Know the rules. Make sure you reference all of your information sources. Poor practice ordishonesty in your work (such as plagiarism, cheating, fraud and so on) can be aresult of you not knowing what you are allowed to do. Develop your own style. Sometimes students include too much original textfrom the work of others, as they believe that they cannot put it any better.Although you should try to express ideas in your own words, quoting or summingup ideas from academic sources is fine, as long as you say where you havetaken this from. You must also reference other peoples performances or art in

your own work. It fine to use other peoples performances and art, but you mustbe completely clear about why you are using that work, and make sure it isobvious that it isnt your own.

Definitions of assessment offences

Plagiarism

Plagiarism is when you present someone elses work, words, images, ideas, opinionsor discoveries, whether published or not, as your own. It is also when you take theartwork, images or computer-generated work of others, without properly

acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but is most likely to happen incoursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recordedwork or images, without saying where this is from;

using information from the internet or electronic media (such as DVDs andCDs) which belongs to someone else, and presenting it as your own;

rewording someone elses work, without referencing them; and

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handing in something for assessment which has been produced by anotherstudent or person.

It is important that you do not plagiarise intentionally or unintentionally becausethe work of others and their ideas are their own. There are benefits to producing

original ideas in terms of awards, prizes, qualifications, reputation and so on. To usesomeone elses work, words, images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present anothers work as yourown. In plagiarism the original owner of the work is not aware you are using it, incollusion two or more people may be involved in trying to produce one piece of workto benefit one individual, or plagiarising another persons work.

Examples of collusion include:

agreeing with others to cheat; getting someone else to produce part or all of your work;

copying the work of another person (with their permission);

submitting work from essay banks;

paying someone to produce work for you; and

allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, asdirected by your tutor, and producing group work is not collusion. Collusion onlyhappens if you produce joint work to benefit of one or more person and try to deceiveanother (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room;

inventing results (including experiments, research, interviews and observations);

handing your own previously graded work back in;

getting an examination paper before it is released;

behaving in a way that means other students perform poorly;

pretending to be another student; and

trying to bribe members of staff or examiners.

Help to avoid assessment offences

Most of our students are honest and want to avoid making assessment offences. Wehave a variety of resources, advice and guidance available to help make sure youcan develop good academic skills. We will make sure that we make availableconsistent statements about what we expect in this document, and in studenthandbooks and module guides. You will be able to do tutorials on being honest in

your work from the library and other central support services and faculties, and youwill be able to test your written work for plagiarism using TurnitinUK (a softwarepackage that detects plagiarism).

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You can get advice on how to honestly use the work of others in your own work fromthe library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and yourlecturer and personal tutor.

You will have an opportunity to do a formative assignment before you finish andhand in your first summative assignment. A formative assignment is one in whichyou can talk about your work thoroughly with your tutor to make sure that you areworking at the correct level for your award, and that you understand what is meant bygood practice (a summative assignment counts towards the assessment for yourcourse).

You will be able to use TurnitinUK, a special software package which is used todetect plagiarism. TurnitinUK will produce a report which clearly shows if passagesin your work have been taken from somewhere else. You may talk about this withyour personal tutor to see where you may need to improve your academic practice.We will not see these formative TurnitinUK reports as assessment offences.

If you are not sure whether the way you are working meets our requirements, youshould talk to your personal tutor. They will be able to help you and tell you aboutother resources which will help you develop your academic skills.

What we expect from you

We will make sure you have the chance to practice your academic skills and avoidaccidentally breaking our Academic Regulations. On page nine of the StudentCharter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), itsays you have to be aware of the academic rules relating to your studies.

To make sure that you are aware of the rules, we expect you to agree to:

read this guidance and make sure you thoroughly understand it;

work through PILOT, the online tutorial available on our library website(http://libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice andhas a useful section on plagiarism;

make sure that you are familiar with how to reference (acknowledge otherpeoples work);

correctly reference all the sources for the information you have included inyour work;

identify information you have downloaded from the internet;

never use someone elses ideas for a performance, film or TV programme,their artwork, graphics (including graphs, spreadsheets and so on andinformation from the internet) as if they are yours;

only hand in your own original work;

never use another persons work as if it were your own; and

never let other students use or copy your work.

What we will do for you

To help you avoid making assessment offences, our staff will:

make sure they are familiar with the guidance on being honest in your workand the Academic Regulations;

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tell you clearly about the guidance on being honest in your work and anyguidelines on misconduct, and record the dates for future reference;

arrange library information sessions for you;

promote the resources on the library website and put links to them in moduleguides and student handbooks;

include statements on academic honesty in each module guide, making sure

they are consistent throughout our university;

make you aware of the punishments for misconduct early in the course;

give you effective guidance on how you should acknowledge the informationyou have used;

tell you, in writing if possible, how far you may work with other students inyour coursework;

plan procedures for assessing work in a way that reduces plagiarism,cheating and collusion;

be aware that you may have worked differently in the past and make sure thatyou are aware of good practice in the UK;

familiarise themselves with TurnitinUK and its reports; and report all suspected misconduct using the proper disciplinary procedures.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student hastried to get unfair academic advantage in an assessment for themselves or anotherstudent.

We will aim to give you as much help as possible to avoid an assessment offence.We listed a number of possible assessment offences earlier in the document. These,and any relevant breaks of the Academic Regulations are dishonest, unacceptable

and not allowed. We will fully investigate all cases of suspected assessmentoffences. If we prove that you have committed an assessment offence, we will takeaction against you using our disciplinary procedures.

For full details of what punishments you may receive for assessment offences, seethe Academic Regulations, section 10 at:www.anglia.ac.uk/academicregs

And finally

One of the main aims of university is to give you the ability to learn, haveindependent judgment, academic rigour and intellectual honesty.

You should encourage people to ask questions, to show personal and professionalhonesty, and have mutual respect.

You, university teachers and support staff are responsible for working together toachieve this aim.

References

Adapted from Scott, M, (2000),Academic Misconduct Policy. A model for the FESector. (Copyright _ Association of Colleges 2000)

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More information

Academic Regulations, section 10 (www.anglia.ac.uk/academicregs)PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ )Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm)RefWorks, a bibliographic management service that allows you to create a personaldatabase and collect bibliographies in a variety of styles(www.libweb.anglia.ac.uk/referencing/refworks.htm)The Student Charter(http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)

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http://www.anglia.ac.uk/academicregshttp://www.libweb.anglia.ac.uk/pilot/http://libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.libweb.anglia.ac.uk/referencing/refworks.htmhttp://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdfhttp://www.anglia.ac.uk/academicregshttp://www.libweb.anglia.ac.uk/pilot/http://libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.libweb.anglia.ac.uk/referencing/refworks.htmhttp://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf


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8. Learning Resources

8.1. Library

Reading List Anglia Ruskin University Library

Resources Notes

Key text

Mullins L (2007) Management and OrganisationalBehaviour, Pitman

We will draw heavily on this book.Students are advised to purchase acopy.

Books

Bratton J, et al (2010) Work & OrganisationalBehaviour, Palgrave-Macmillan

Bloisi, W (et al) (2003)Management andOrganisational BehaviourMcGraw-Hill

McShane & Von Glinov (2003), OrganisationalBehaviour, McGraw-Hill

Wilson & Rosenfield (1999) ManagingOrganisations, McGraw-Hill

Morgan, G (1997)Images of Organisations, Sage

Schein, E (1997) Organisational Culture and

leadership,Jossey-Bass

Dawson, S (1996) Analysing Organisations,Macmillan

Rollinson, et al (1998) Organisational Behaviour and

Analysis,Addison-Wesley

Hellriegel D, Slocum J.W & Woodman R.W (2002)

Organisational Behaviour, South Western.

Pugh, et al (1987 Writers on Organisation, Penguin

Steer R, Porter L & Bigley G 91996) Motivation andleadership at work, McGraw-Hill

Handy, C (1990) Understanding Organisations,Penguin

The bibliography is indicative in

nature. Reading done before theclass will help you to put things incontext. You are advised to do so.

The list is designed as a resource tohelp you find relevant material andpoint you in the right direction. Ifound these books useful. However,you will have to decide whether toread few books and articles in detailor to scan many books and articlesfor an overview of the subject. Youwill also find in the library and from

your tutor other relevant references.After all in your professional life youwill often have to synthesise largeamount of material in a short report.You have to decide for yourselfwhat is relevant to your needs fromthe material you can find.

JournalsHarvard Business ReviewEuropean Management JournalJournal of Management StudiesOrganisational Dynamics

Sloan Management ReviewManagement Today

Available in the Digital Library.

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Fortune

Specific journal articles

Journal articles will be recommended during thesessions.

Some article will be supplied to youwithin the VLE in digital format.

WebsitesFT.comEconomistKnowledge@WhartonBusiness Week

These are really useful websites forstrategy and general managementissues.

Additional notes on this reading list

Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

Faculty Liaison Librarians

AIBSDiana Garfield ([email protected]) extn 3192

8.2. Other Resources

Articles and handouts will be given out during delivery of the module.

9. Module EvaluationTowards the end of the delivery of this module, you will be asked to complete amodule evaluation questionnaire to help us obtain your views on all aspects of themodule.

This is an extremely important process which helps us to continue to improve thedelivery of the module in the future and to respond to issues that you bring to ourattention. The module report in section 11 of this module guide includes a sectionwhich comments on the feedback we received from other students who have studiesthis module previously.

Your questionnaire response is anonymous and you will receive a summary in e-Vision of the scores of all your modules two days after the survey closes.

The Module Evaluation process is managed on-line. More information is available at:

http://web.anglia.ac.uk/curriculum/survey_stu.phtml

Please help us to help you and other students at Anglia Ruskin by completing theModule Evaluation process. We very much value our students views and it is veryimportant to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on

anything relate to your experience at Anglia Ruskin to [email protected] at anytime.

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http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmmailto:[email protected]:[email protected]://web.anglia.ac.uk/curriculum/survey_stu.phtmlmailto:[email protected]:[email protected]://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmmailto:[email protected]:[email protected]://web.anglia.ac.uk/curriculum/survey_stu.phtmlmailto:[email protected]


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10. Module Definition Form

INCLUDE THE PDF MDF HERE

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11. Report on Last Delivery of Module

The feedback from the previous module evaluation was excellent.

(July 2010, MBA)

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BC415048S Organisational Behaviour

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